Summary:
The students just completed the unit on forms of energy (kinetic, potential, heat, etc.) and conservation of mass and energy. For the next seven weeks, I will be working with the students on the unit of "Motion and Forces" and introducing using formulas such as "speed = distance/time". Today, I will begin this unit by introducing the concept of position (chapter 1.1), specifically what is it and how to describe it. I will begin the class with a short activity, "How do you describe the location of an object", to capture the students interest in this topic and get their minds thinking. I will continue the second half of the class with the "Introduction Power point" containing important terms and concepts from chapter 1.1. I will leave enough time at the end to hand out the homework worksheet, clearly explain the directions, and still have time for questions. Chapter 1 involves learning about position and motion and how the two both relate to an objects position. I decided to separate the two topics into two class periods so the students can build a strong foundation on these concepts before we go further into the chapter with more complicated information.
Objectives:
Students will be able to describe an object's position by the activity How do you describe the location of an object they will partake in at the beginning of class.
Materials:
Paper
Pen/pencil
Notebook
Reading Study Guide A
Index Cards (2 per student)
Instruction: Opening
I am going to open the class by asking the student's if they have ever gotten lost driving somewhere. If volunteers are lacking, I will give them a personal example of the time I got lost driving in New Hampshire. I will tell them a brief story about it and list some possibilities of why I might have gotten lost (not familiar with the area, bad directions, took a wrong turn, etc). If the students are still holding back from volunteering, I will pry them with further questions like, "Maybe going to a relatives house who doesn't live around here", "Traveling for the holidays", "Maybe on a family vacation", etc. After a student tells his/her story about the time they got lost, I will further the discussion by asking why he/she thinks they got lost. If they reply with an "I don't know" or something short, I can help them along by listing possible causes such as, "were you given wrong or unclear directions", "were the directions correct but the driver bad at following them", "was the weather bad", "was a street sign missing", etc. From here, I will begin the "How do you describe the location of an object" activity.
Middle
Individually at their own desk, each student will be given two index cards, one blank and the other will have a word written on it that I wrote. This word will be an object in the room, for instance the teacher's desk, lab station 4, computer, fire extinguisher, etc. I will instruct the students to write their full name on both index cards. On the blank card, the students will be told to write clear and precise directions to the object they were given, including both a starting and end point and never using the objects name in the directions. While the students are writing, I will be walking around the room collecting the other index card with the object on it and making sure each student wrote his/her name on it. I will then collect the index cards, mix them up, and redistribute them to the students making sure that every student receives a card other than his/her own. The students will then be instructed to follow the directions, in silence, from the starting point to the end point. Once all students have stopped moving, one by one I will call out the names from the index cards I collected, and whoever has the matching name to the one I call out will be instructed to tell me the object they believe the directions pointed them too.
After the activity, the students will be instructed to return their seats and take out their notebooks and a pen/pencil to take notes. I will be setting up the power point on the projector while the students are doing so. The power point will cover half of chapter 1.1, including position, how it describes the position of an object, and measuring distance.
Closing
At the end of the period I will hand out the Reading Study Guide A, which will assess the students in their understanding of position. They will be able to take the worksheet home and complete it. I will inform the students that I will be collecting it at the start of the period tomorrow and it will count as a homework grade.
Summary:
The students just completed the unit on forms of energy (kinetic, potential, heat, etc.) and conservation of mass and energy. For the next seven weeks, I will be working with the students on the unit of "Motion and Forces" and introducing using formulas such as "speed = distance/time". Today, I will begin this unit by introducing the concept of position (chapter 1.1), specifically what is it and how to describe it. I will begin the class with a short activity, "How do you describe the location of an object", to capture the students interest in this topic and get their minds thinking. I will continue the second half of the class with the "Introduction Power point" containing important terms and concepts from chapter 1.1. I will leave enough time at the end to hand out the homework worksheet, clearly explain the directions, and still have time for questions. Chapter 1 involves learning about position and motion and how the two both relate to an objects position. I decided to separate the two topics into two class periods so the students can build a strong foundation on these concepts before we go further into the chapter with more complicated information.
Objectives:
Students will be able to describe an object's position by the activity How do you describe the location of an object they will partake in at the beginning of class.
Materials:
Instruction:
Opening
I am going to open the class by asking the student's if they have ever gotten lost driving somewhere. If volunteers are lacking, I will give them a personal example of the time I got lost driving in New Hampshire. I will tell them a brief story about it and list some possibilities of why I might have gotten lost (not familiar with the area, bad directions, took a wrong turn, etc). If the students are still holding back from volunteering, I will pry them with further questions like, "Maybe going to a relatives house who doesn't live around here", "Traveling for the holidays", "Maybe on a family vacation", etc. After a student tells his/her story about the time they got lost, I will further the discussion by asking why he/she thinks they got lost. If they reply with an "I don't know" or something short, I can help them along by listing possible causes such as, "were you given wrong or unclear directions", "were the directions correct but the driver bad at following them", "was the weather bad", "was a street sign missing", etc. From here, I will begin the "How do you describe the location of an object" activity.
Middle
Individually at their own desk, each student will be given two index cards, one blank and the other will have a word written on it that I wrote. This word will be an object in the room, for instance the teacher's desk, lab station 4, computer, fire extinguisher, etc. I will instruct the students to write their full name on both index cards. On the blank card, the students will be told to write clear and precise directions to the object they were given, including both a starting and end point and never using the objects name in the directions. While the students are writing, I will be walking around the room collecting the other index card with the object on it and making sure each student wrote his/her name on it. I will then collect the index cards, mix them up, and redistribute them to the students making sure that every student receives a card other than his/her own. The students will then be instructed to follow the directions, in silence, from the starting point to the end point. Once all students have stopped moving, one by one I will call out the names from the index cards I collected, and whoever has the matching name to the one I call out will be instructed to tell me the object they believe the directions pointed them too.
After the activity, the students will be instructed to return their seats and take out their notebooks and a pen/pencil to take notes. I will be setting up the power point on the projector while the students are doing so. The power point will cover half of chapter 1.1, including position, how it describes the position of an object, and measuring distance.
Closing
At the end of the period I will hand out the Reading Study Guide A, which will assess the students in their understanding of position. They will be able to take the worksheet home and complete it. I will inform the students that I will be collecting it at the start of the period tomorrow and it will count as a homework grade.